An Action Research of Applying STAD Cooperative Learning into English Remedial Instruction in Junior High School

• Main Authors: Li-Hsuan Lin, 林立軒
• Other Authors: 張嘉育
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/pf4563

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 101 === The purposes of this study were to investigate the influence on students’ English learning interests by applying Student’s Teams Achievement Division (STAD) cooperative learning into English remedial instruction in junior high school, and to explore the problems encountered when implementing the STAD cooperative learning process and the solution strategies. Nine ninth- grade low achievers participated in the action research for eight-week English remedial instructions. In this study, the researcher collected and analyzed data from “the interest scale of student English learning”, classroom observation, interviews, students’ feedbacks, and the researcher’s reflective journal. Based on the findings of the study, the results indicated as follows: First, results of pretests and posttests showed that students’ overall performances in STAD cooperative learning didn’t reach obvious differences, but there was a significant difference on the situational interest of the interest scale of student English learning. Second, STAD cooperative learning created a harmonious classroom atmosphere, which in turn strengthened the students’ willingness to learn, as well as their concentration and confidence. Third, in the process of applying STAD cooperative learning, a number of problems occurred both in teaching and learning. After the researcher adopted various strategies deliberatively, the problems were solved. According to the research results, suggestions in English remedial instructions and for future studies were provided.